Monday, November 26, 2018

TOD - 26th Nov 21018

TOD - 26th Nov 21018
Pl with Anaru


Karakia:-a range of karakia and show the difference between types of karakia, and some that will fit the context of our "multicultural school".  

Legends of birds
Karakia's with different birds to go with mana

Importance of different culture

KO WAI Tatou - Importance of Whakapapa
Whakapapa - where you come from, your ancestors come from-
Waters you connect to:
Sea, lake, stream, river
Deeper still
Waters in the placenta

Whakapapa Celebration
Celebrate everyones genealogy - school could do it as a whole school one day activity or in teams.
Hui - who we are, looking at strengths of tamariki, confirming Whakapapa
There are ways to find more about Whakapapa is through Maori maps
Iwi maps Your iwi comes under your waka

Korero Tuku Iho - myths
There were Nga Iwi before Tanui

Our Area - The Tainui Waka Area
The worst affected area is waikato & Hauraki, the resources were taken away

MAC- What is the purpose of MAC
Principals put up their hands to change things around to make it work.

Normalising Practise
It's not about extra time , but evolves over time as a natural, organic process led by tamariki.
Maori role models for maori kids, Karakia & blessings, Kapahaka, Pepeha, mihi
Mihi - welcoming , greetings
Pepeha - is followed by mihi - telling who you are, where are you from
Need to have photos of maori role models with their achievements displayed at school for children to look at as they might not have role models in their family.
Learn 5 new maori words a week.
Start karakia by saying lets pray, say blessings, Mihi at the start start of the day.
Talking to the unsettled children at the start and addressing the issues helps them to settle down.

Tuesday, September 18, 2018

A Trauma Sensitive Approach to Learning


Trauma is the inability of an individual or community to respond in a healthy way ( physically, and/or mentally) to acute or chronic stress. Trauma occurs when stress compromises the health and welfare of a person and his/her community. 

ACE's - Adverse Childhood Experiences that may lead to Trauma Responses
Substance abuse in the home
Parental separation or divorce
Mental illness in the home
Witnessing domestic violence
suicidal household member
Death of a parent or another loved one
Parental incarceration
Experience of abuse( psychologically, physical, sexual) or neglect( emotional or physical)
Criminal behaviour in a home
Terminal or chronic illness in a home
Bullying or victimisation
Natural disasters
Military deployment
Exposure to war

Big Idea -1

The compassionate Teacher: Self Awareness
Keep grounded in your core beliefs, your integrity and your life's mission. 
When a child creates a tornado we can get sucked in too. Nothing good comes from an event were both adult and child are sucked in.
It's not about you. Students are driven by unmet needs. Stay focused on the student: what is your role? Who are you working for? What is about to drive your behaviour?
Be assertive in addressing inappropriate student conduct, however, avoid any controlling method that might resemble the behaviours of perpetrators of violence.
Provide unconditional positive regard in a safe and caring environment.
Maintain high expectations, reasonable limits, and consistent routines- leasing to stability and development.
Compassionate teachers observe their own and others responses and questions in a relevant way.
Provide opportunities for helpful participation - We all need to belong. Belonging gives an opportunity to be heard, to make choices, to have responsibilities, to engage in problem-solving.

Big Idea -2

The compassionate Teacher : Relationships
Strong relationships are the core of safe, predictable, trauma-sensitive learning environments.
Safety first - Know the student, Know yourself( know your triggers) Know what to expect.
Understand the child (History and reasons behind the behaviour)
Forget labels, Remember influence
What you can influence-
How you greet them, The attention you give the student before they begin to struggle, How you listen to the parent and hear their needs and concerns, The environment you provide and the willingness to look at the need versus behaviour of the student who behaves under stress.
Warnings and second chances are generally ineffective because they establish patterns of attachment are often not connected with wanting to please or establish relationships. Instead of warnings help the child comply with the request. eg - "I see you need help with that" and support them to engage appropriately.
Door and Windows : Sometimes there seem to be no win situation. Rember when doors are closed there is almost always a window.... find that window.
The intensity and challenging nature of the behaviour of traumatised children and young people can lead to unitary explanations being applied to their motivation and drives. This creates environments in which children and young people are more likely to be excluded from activities which can prove to be beneficial to them.
Strategies which promote adaptability in children are those which are able to maintain multiple meanings for behaviour and remain open to multiple options for intervention.
Clear, calm, simple instructions
Structure choices to Remain in Control ; Offering choices, any of which gets the job done, is a useful practice. Using them with humour and creativity also defuses the child's desire to "Do you want to wear your coat or carry it  to the playground"

Big Idea -3

The compassionate Teacher : Belief
Forever Changed....Not forever damaged. Childhood trauma is real, and significant for many students and it impacts them. Remind ourselves, other adults and children that we can and will persist, survive, continue and flourish, anyway`
It's OK to be not- OK. How can we give permission to be not - Ok And provide a safe place where the students can be 'where they are at?'

Big Idea -4

The compassionate Teacher : Live, Laugh,Love
Show grace- this involves showing or offering yourself and others forgiveness, a second chance or a free pass, even though they don't seem to have earned it. While the goal of consequences may be to shift the behaviour, sometimes offering grace may be more powerful. There are three potential benefits of showing grace:
Give the students a different way of seeing you
Fosters connection and a sense of safety
Receiving the gratitude of acknowledging we are all human and that this prevailed over the need to prove wrong.
Hand out cookies...... Reinforce the behaviour you want.......or put differently.... The behaviour you notice will increase. Additionally, self-acknowledgement is vital.

Wednesday, September 5, 2018

Geometry - Bruce Moody

Geometry - Measuring of the earth

We constrain the geometry to limited shapes and children thinks that's what it is. We have branded different shapes with different names. Teachers need to be careful that students do not over-generalise the appearance of proto-typical shapes. There is research that suggests that if students learn geometry through the association of a term with a single version of a shape, it causes difficulties later e.g. Students who are given a plastic isosceles triangle as “the triangle” they may later reject an obtuse-angled triangle because it does not match the ‘branding’. The features of the single example are held by the student to be all-important.

 For eg octagon has to look like this but has to have eight straight sides with eight sharp corners.There is also the suggestion to examine purpose and function involved with shapes; rolling, stacking and packing for example, and not simply naming and describing features. we need to start linking compass points typically eight points - North, North east, North south, South, South,South West

Why circle is 360?

Angles are turns.
360 is a full turn, If something is turning around more than once, it will be more than 360. So  need to teach children that 
1/4 turn = right angle = 1/4 of 360= 90

Different shape rather than a regular branded shape. Draw five different type of triangles, or five different types octagons

Circle is not just a shape but it is set of points, certain construction. Use a string to do this by tying a chalk on one end and draw a circle keeping same distance.
Diameter is the longest chord. You need to know how to find it. Sometimes you cant physically find the centre then how to figure out the diameter.

Net - you make a dice using the net and then put the numbers on it remembering the pattern ( the opposite sides add up to 7) 
If we are putting names on the cube, how are we gonna put the names so that when you fold it they are in the right direction.
Use a book on a piece of paper and draw a net rather than imaging.. Use roll and draw method.
How many ways of you can roll and draw possible nets. There are more than 1 way to draw nets.
Developing spatial awareness will allow you to see different nets will work. 

Maps are not zones but points (Co ordinates)

Different cultures work from East as sun rises in the east and from there work out north.

Wednesday, August 22, 2018

Maths PL Bruce Moody - Measurement


Core concepts in measurement need to be embedded and established.

Length does not just means ruler, you measure it in a particular way. we need to stop children forming a conception. Measurement is not in isolation from number or geometry. Measurement needs to have measuring and numbers for calculation.

The shortest distance between two points is a straight line but this is not usually the journey you take! Students should not be rushed into using rulers as the standard measurement tool, but rather string, paper strips or tape measures. This allows them to consider length in many forms. This is critical. The length around their tummy (or arm) is just as much a length as the length of their foot.
Children  need to learn and feel the attributes of weight, cannot learn weight by just looking at the scale.
Transivity- instead putting two things together, we put third party.
Perimeter - walking outside and measuring length. So Perimeter cannot be in squares, area is in squares as we need to measures the squares.
Time is difficult for chn to measure as time is not something we can touch. we need to unlock skip counting in 5's, so they can transfer analogue to digital. 8 means 40, 8x5=40
Tell stories how & why minutes and seconds were called.
Volume of shapes -
Static measurement- give some chn a rubber band and ask them to find the perimeter.
Dynamics measurement - if we stretch the rubber band - (dynamic which means change) , perimeter would change.
Measuring shortest distance from one end to another would a straight line. the longest distance would be going up down, up down in a gut shape.
Area - square cm not cm square, children need to understand that area is always in sq m or sq cm

Monday, February 26, 2018

Writing & Storytelling . - TOD

A teacher needs to know the components of writing.
Effective learning (book) gives you the understanding.
Literacy progression helps you to take the child step by step to progress.

The components of writing
1. Curriculum overview
2 Effective Literacy practise
3 Literacy progressions

The Writing book, Jill Eggleton - Lighting the Literacy Fire ,  Gail Loane - I've got something to say, Cafe,  Switch on to spelling books are good  and easy programme & resources but need to go back  to the NZ curriculum.
Teachers need to achieve cohesiveness and balance across their programme in all learning areas of curriculum. This involves making informed decisions about the right mix of components for their classroom literacy programme.

Gail loane - Children arrive at school with at least five year's of life's experiences to draw on. there will be a range of cultural backgrounds, and it is not our job to judge and dismiss those we deem to lacking in experience.
Each day's writing session begins with a mini lesson, this becomes the forum for sharing what we know about writing. The mini lesson may precede or conclude a writing session where students are engaged in a specific writing task.

Shared stories, wonderings , observations, opinions and responses need to be at the heart of writing times.

Reflection - Does my writing programme includes the components of writing & am I taking them through the progression. Covering different genres (read Gail Loane ) Freeze the frame rather than starting from when i woke up in the morning .....
Creating  shared experiences for children to write about it rather than making them think so hard that they avoid writing.

Friday, January 26, 2018

Digital Fluency PLD 2018 by Lynne Thomas

Learning in a changing world

“Digital technologies change the way students learn, the way teachers teach, and where and when learning takes place.”

  • Review: why do we need to transform the way we teach and learn?…...and use digital technologies

  • How can we use digital technologies effectively and appropriately to support learners’ learning.
  • What is digital fluency?

  • What: Explore some digital tools for learning

Developing a hunch

Scanning, Focusing - what knowledge and skills do my students need

Developing a hunch - My learners are reluctant writers who tell me they have nothing to write about (ideas/words). I wonder if the use of digital technologies in the writing programme can motivate and transform the  learning
New Learning - strategies
  • Picture prompts / visual clues
  • Recording ideas and then writing
  • Providing sentence starters
  • Vocabulary development
  • Brainstorming
  • New Learning (digital technologies)
  • Story Bird, Piclits, Puppet pals
  • Sock puppets, Vocaroo, Educreation
  • Telescopic text, Google docs, Sock puppets
  • Literacy shed, Sunshine online, Wordle
  • Popplet, Padlet
  • Taking action
  • What can we do differently to make enough of a difference?
  • Checking
  • Continual - small changes

Monday, November 27, 2017


                                                   TOD - 27 November 2017
Literacy - Gaylene discussed the Hamilton East teaching reading expectation.

SMART - focussing on 1 strategy until fully embedded and then moving to the next one. Children get confused when bombarded with too many strategies at the same time. Just say " Try it "

List of  reading prompts  made by Lynda - repeated reading seen text with a teacher aide until 100% accuracy. Teacher does the normal teaching.

STEPS - specifically designed for dyslexic kids, goes over and over the word to get embedded , they need to see the word 500 times. they need to do it everyday. The children can follow the prog in high school as well.